EXPLORING TEACHERS’ PERCEPTIONS OF EMOTIONAL INTELLIGENCE AND ITS IMPACT ON THEIR TEACHING PRACTICES IN A PRIVATE SCHOOL OF ASTANA, KAZAKHSTAN

Abstract

Emotional Intelligence (EI) is a relatively new concept. However, it has already gained worldwide recognition, including in the field of education. While EI is widely discussed in international literature, research on how it is perceived and applied by teachers in Kazakhstan remains limited, particularly in the context of private schools. This study aims to explore teachers’ perceptions of EI and its impact on their teaching practices in a private school in Astana, Kazakhstan. Specifically, it focuses on teachers’ understanding of EI; the role of EI in improving teaching practices; the influence of EI on student engagement and classroom management; and how EI contributes to overall work processes. A qualitative methodology, specifically a phenomenological approach, was chosen for this research to capture the lived experiences of teachers and provide a deeper understanding of how EI is perceived and applied in practice. Data was collected through semi-structured interviews with teachers working in a private school in Astana. The findings suggest that teachers view EI as a vital component of effective teaching. Participants emphasized that it significantly contributes to creating a more supportive and engaging learning environment, supports classroom management, enhances student engagement, which in turn benefits both students and teachers, and helps them maintain emotional balance in challenging situations and prevent burnout. Nevertheless, the lack of psychological support and the absence of formal EI training were highlighted as important issues that deserve further attention in the context of teachers’ professional development.